Alignment to Assessment Standards and Purpose of Lesson

• W.6.2b – Opening A: Students complete an entrance ticket in which they review the plans for their first Proof Paragraphs.
• RL.6.1 – Work Time A: Students read the next chapter of the text and find the gist. Students also unpack unfamiliar vocabulary and answer comprehension questions using inferences and evidence from text.
• RL.6.1 – Work Time B: Students plan the second Proof Paragraph of their essays, using evidence from The Lightning Thief to support their ideas. Students will apply their learning from the Painted Essay® structure to describe the differences between the novel and the film. Students will practice organizing the facts, concrete details, and examples into a coherent structure.
• RL.6.7 – Work Time B: Students plan the second Proof Paragraph of an essay, in which they contrast the experience of reading a scene in a story with the experience of watching the same scene in a film.
• W.6.2b – Work Time B: Students develop the topic of their essays in their second Proof Paragraphs using relevant facts, concrete details, quotations, and examples.
• W.6.4 – Work Time B: Using the Compare and Contrast Model Essay as guidance, students organize a clear and coherent second Proof Paragraph with attention to task, purpose, and audience.
• W.6.5 – Work Time B: Students receive some support as they strengthen their writing by thoughtfully planning the second Proof Paragraph of their essays.
• W.6.9a – Work Time B: Students apply Grade 6 Reading standards to literature by comparing and contrasting a video clip and its corresponding scene in the text.
• RL.6.7 – Closing and Assessment A: Students share their plans with a partner and give and receive feedback on the connections drawn across the text and film.

Opportunities to Extend Learning

• Challenge proficient writers to try more advanced writing techniques like adding direct quotes, pulling in additional sources, or using figurative language and vivid words, especially the vocabulary they have added to their vocabulary logs.
• Check the Language standards to identify additional goals for a proficient writer to work toward (e.g., utilizing punctuation to set off nonrestrictive/parenthetical elements).

How It Builds on Previous Work

• In the second half of this unit, students have been analyzing a model and using their analysis to plan an informative essay and plan the introduction and Proof Paragraph 1. This lesson continues those routines to plan the second Proof Paragraph.

Support All Students

• Students may be surprised or upset by the description of the Underworld in chapter 18. Note that the Underworld as depicted in Greek mythology is not the same as the Christian view of hell, a place of punishment for sinners. Draw attention to page 291 of The Lightning Thief, which describes the different areas of the Underworld, including a place of reward for those who lived good lives.
• Students may need additional support while writing their Proof Paragraphs. Group those students for a discussion that will guide them in finding and explaining evidence to support their points. ▲
• Think about providing opportunities for students to interact and discuss what they want to include in their Proof Paragraphs before they begin planning independently.
• Error correction and celebration are two other high-leverage supports to consider. If possible, think about isolating and discussing one or two common errors within the first and second Proof Paragraphs; or locate and celebrate one or two samples of growth, if readily available. ▲
• Think about providing opportunities for students to interact and discuss what they want to include in their Proof Paragraphs before they begin planning independently.

Assessment Guidance

• Use the Informative Writing checklist to assess students’ writing abilities in Work Time B.

Down the Road

• In the next lesson, students will finish planning their compare and contrast essay, focusing on their conclusion in preparation to write their final draft for the End of Unit 2 Assessment.